‘Positive Action’ in Skandinavien
In: Frauen — Macht — Politik, S. 75-86
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In: Frauen — Macht — Politik, S. 75-86
In: Schulreport: Tatsachen u. Meinungen zur aktuellen Bildungspolitik in Bayern, Heft 3, S. 6-7
ISSN: 0586-965X
In: Deviant behavior: an interdisciplinary journal, Band 6, Heft 2, S. 169-181
ISSN: 1521-0456
In: FP, Heft 47, S. 118-122
ISSN: 0015-7228
THE SUCCESS OR FAILURE OF THE CARIBBEAN BASIN INITIATIVE WILL HAVE A FAR-REACHING IMPACT ON THE REGION'S ECONOMIC AND POLITICAL FUTURE; IT WILL COLOR U.S. RELATIONS AND SECURITY IN THE CARIBBEAN BASIN FOR YEARS TO COME. UNFORTUNATELY, THE DEBATE NOW TENDS TO HIGHLIGHT SIDE ISSUES, AND AS A RESULT, THE CENTRAL THRUST AND IMPORTANCE OF THE PROPOSAL ARE BEING LOST. THE AUTHOR EXAMINES THE PROBLEMS CBI PLANNERS MUST RECOGNIZE.
In: Zeitschrift für Politik: ZfP, Band 26, Heft 2, S. 179-206
ISSN: 0044-3360
In: Probleme des Friedens und des Sozialismus: Zeitschrift der kommunistischen und Arbeiterparteien für Theorie u. Information, Band 19, Heft 8, S. 1091-1097
ISSN: 0032-9258
World Affairs Online
In: Review of social economy: the journal for the Association for Social Economics, Band 8, Heft 2, S. 104-110
ISSN: 1470-1162
In: http://mdz-nbn-resolving.de/urn:nbn:de:bvb:12-bsb10557558-7
Friedr. Saalfeld ; In Fraktur ; Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- J.publ.e. 380 b
BASE
In: Decision sciences journal of innovative education, Band 20, Heft 4, S. 224-234
ISSN: 1540-4595
AbstractCOVID‐19 pandemic policies requiring disease testing provide a rich context to build insights on true positives versus false positives. Our main contribution to the pedagogy of data analytics and statistics is to propose a method for teaching updating of probabilities using Bayes' rule reasoning to build understanding that true positives and false positives depend on the prior probability. Our instructional approach has three parts. First, we show how to construct and interpret raw frequency data tables, instead of using probabilities. Second, we use dynamic visual displays to develop insights and help overcome calculation avoidance or errors. Third, we look at graphs of positive predictive values and negative predictive values for different priors. The learning activities we use include lectures, in‐class discussions and exercises, breakout group problem solving sessions, and homework. Our research offers teaching methods to help students understand that the veracity of test results depends on the prior probability as well as helps students develop fundamental skills in understanding probabilistic uncertainty alongside higher‐level analytical and evaluative skills. Beyond learning to update the probability of having the disease given a positive test result, our material covers naïve estimates of the positive predictive value, the common mistake of ignoring the disease's base rate, debating the relative harm from a false positive versus a false negative, and creating a new disease test.
In: Advances in child development and behavior 41.2011
In: Youth services behavioral studies
In: Studien-Bibliothek